Decoding gender in nature-based education: perceptions of environmental educators

Abstract

In this qualitative study, we interviewed 20 environmental educators from six countries about their perceptions of gender in their work with children in nature. While many agreed that the physical environment seemed to bring fewer gendered cues to learning and allowed for more independent exploration, their responses also reflected limited confidence in drawing conclusions about the presence and influence of gender in nature-based education. Discussions of gendered language in nature, moving beyond the gender binary, and the role of student free choice emerged. Gender roles and restrictive, harmful gendered socialization will continue to manifest outside if environmental educators do not have the awareness and preparedness to identify and intentionally disrupt such experiences. It is essential to ensure that everyone working with children in nature understands the ways gender exists outside, when it is harmful and when it is productive, and how to consciously, intentionally shape student experiences with gender outdoors.

Keywords:

• Nature-based education
• gender
• gender socialization
• decoding gender
• ecofeminism

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Abigail Decker is an undergraduate student majoring in elementary education at Elon University.

Scott Morrison is an associate professor of education at Elon University. He is the middle grades program coordinator, and he coordinates the minor in environmental education. His research interests include teaching and learning outside, ecojustice education, and social media in teacher education.